Teacher questions are an important part of a student-inquiry classroom. This research examines two different student-centered settings to determine the teacher questions that engaged students in mathematical thinking. It reports on questions asked in both a research setting and a high school classroom. Discursive and retracing questions are…

Examined questioning strategies of children to determine whether or not the ability to question could be enhanced with special training. (DP)

Study was conducted on the hypothesis that a positively formulated instruction leads to a more positive answer than a neutral instruction and that this in turn leads to a more positive answer than a negative instruction. (Editor)

The five steps in the basic process of inquiry are discussed. Methods to facilitate student inquiry in the classroom are emphasized. (Author/RM)

Activities to help the classroom teacher involve students in the process of raising, defining, investigating, and resolving problems and questions are suggested. Selected references are included. (Author/RM)

Author presents a simplified teacher question classification model as a first step in training teachers to question their students more effectively. (GB)

Some obvious difficulties of teaching and testing history as inquiry are reviewed. Examples of test items that require students to utilize thought processes developed through inquiry teaching are presented together with a rationale for their use. Bloom's Taxonomy of Educational Objectives is proposed as a useful tool in test construction. (SM)

Findings in this study do not demonstrate that factual review questions produce any generally facilitating effect on the learning of incidental information when compared to no question at all. (Author/JB)

Shows how to select, research, and write an interpretive article for a professional publication. (RB)

Study asks whether laboratory findings, that isolation of an item facilitates its recall, extend to formal educational settings. (Authors)

Article suggests ways by which teachers can systematically improve classroom questioning skills. (Author/MM)